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Transparency of assessment decision-making when students are not meeting required levels of proficiency in clinical practice

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dc.contributor.author Cassidy, Simon
dc.contributor.author Coffey, Michael
dc.contributor.author Murphy, Fiona A.
dc.date.accessioned 2021-08-27T08:08:37Z
dc.date.available 2021-08-27T08:08:37Z
dc.date.issued 2020
dc.identifier.uri http://hdl.handle.net/10344/10526
dc.description peer-reviewed en_US
dc.description.abstract This paper discusses the context of assessing nursing and midwifery students who are not meeting required levels of proficiency in clinical practice. The paper then outlines an action plan protocol designed to assist supervisors and assessors examine the credibility of their assessment decisions in these circumstances. Development of the protocol draws on a comprehensive review of evidence and original research showing the personal, professional and organizational pressures faced when a student is failing to achieve proficiency in clinical practice. The action plan protocol is suggested as one way of addressing the need to document concerns to enable students to ultimately self-regulate their learning and professional development. en_US
dc.language.iso eng en_US
dc.publisher Elsevier en_US
dc.relation.ispartofseries Nurse Education in Practice;43, 102711
dc.relation.uri https://doi.org/10.1016/j.nepr.2020.102711
dc.subject clinical practice en_US
dc.subject healthcare en_US
dc.title Transparency of assessment decision-making when students are not meeting required levels of proficiency in clinical practice en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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